Competencias digitales de docentes en unidades educativas públicas y privadas de la ciudad de Cuenca

Abstract

The implementation of Information and Communication Technologies in the teaching and learning process has become an urgent need in recent years, so teachers must acquire digital competence that allow them to continuously transform their pedagogical practice attached to a more digitized world. The objective of the research was to describe the digital competence of teachers in public and private educational units of the city of Cuenca. The research approach was quantitative, the design was non-experimental and the transversal type because it is oriented to describe, compare and characterize the phenomenon of study in relation to the domain of digital competences and sociodemographic variables. The sample consisted of 118 teachers from six establishments in the city of Cuenca, three public and three private, to whom a questionnaire called “Self-perception of the digital competence of teachers” was applied. The results indicated that the digital competence of the majority of teachers is partially developed and it was determined that some variables such as gender, age, experience and teacher education sub-level teachers significantly influence on the development of digital teaching competences. It was concluded the need to implement continuous, structured and sustainable training programs that are adapted to the specific needs of each teacher, to reduce deficiencies and strengthen their professional performance, as well as institutional support, that guarantees access to appropriate technological resources, connectivity and time for permanent training.